Professor Questions: Grand Conversation
Everyone responds here. Be sure to put your initials next to your answer.
1. What does research say about the topic? TH: Fluent readers read orally with speed, accuracy, and proper expression. Fluent reading is fast and effortless. Research has consistently found that repeated reading practice produces statistically significant improvement in reading speed, word recognition, and oral reading expression. Research also found that the amount of transfer to other passages depends greatly on the overlap of words from the practiced selection. VI-S: Discusses reading fluency and techniques for building fluency (repeated reading). Students who read fluently have the ability to read orally with speed, accuracy and proper expression. By having the ability to read fluently students comprehend better. Repeated reading allows students to reread text many times to help with fluency. MC: I found it interesting that the text stated that "universal recognition that fluency is important, but little is done in the classroom." AW: Fluency is characterized by the ability to read orally with accuracy, prosody, expression, and fluidity. Without fluency, a child might lack comprehension as well. The ability to decode easily and the use of authentic text promotes fluency.
2. Rank order the following fluency, comprehension, and vocabulary in importance in the reading process. Give reasons for the ranking. TH: Vocabulary, comprehension, fluency. Vocabulary is absolutely necessary for comprehension, so I ranked it number 1. Without vocabulary knowledge, the reader has no clue about the words he is saying. Comprehension is the ultimate goal of reading, so ranked it number 2. Fluency aids in comprehension, but I would prefer a child to read a little more slowly and understand what he reads rather than read with speed and not have a clue about the passage. Fluency is nice, but not an absolute necessity, so I ranked it third. VI-S: Fluency, vocabulary, and comprehension. The ultimate goal of reading is comprehension. Without reading fluently, students struggle with comprehending. Not having the vocabulary also affects comprehension. MC: Vocabulary, comprehension, then fluency. Vocabulary is the foundation of them understanding or comprehending the words they read. Comprehending what they read is why we teach them to read, so even if they stumble over the words while reading, if they understand the passage then they have been successful. Fluency can be improved over time with repeated readings and other strategies. AW: Without vocabulary and fluency, it's much harder for true comprehension to be found. However, I don't believe that either one is necessary for comprehension, maybe comprehension of a text that is classified as hard for the child. I believe comprehension, vocabulary, and fluency are important in that order. If I have trouble understanding (comprehension) then I can look at my vocabulary and fluency and work on those areas. It would be nice to have vocabulary and fluency before comprehension, but I think those things come from reading and challenging yourself.
3. The NPR is different from the textbook in the fluency matter...Why? Which position do you like better and why? TH: I agree with the NPR. I think that providing models of fluent reading is extremely important. How are students supposed to know what good readers sound like if they never hear good readers read? Also, providing modeling allows students to hear phrasing and expression. I also believe that students need to receive guidance and feedback as they read the passage that was just modeled for them. I also think that four "reads" should develop fluency. If it doesn't, the passage was probably too difficult for the child. VI-S: I also agree with the NPR. Students need effective instruction in fluency. They need to hear it being modeled and then have practice reading fluently. MC: I agree with the NPR view as well. It is highly important that students have effective fluency instruction as well has having fluency modeled by the teacher and also their peers. AW: I am torn. I believe that students need models for fluency, but I also felt like the book did an excellent job of teaching creative ways to implement fluency, ones we all participate in.
My Three Questions
Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond.
Amanda's ?s
1. Name one difference between beginning and fluent readers. TH: Beginning readers read slowly, with many stops to decode words. Fluent readers read smoothly, without many stops to decode words. VI-S: Beginning readers take longer to read each word. They do not read with correct expression. MC: Beginning readers sometimes read in a very monotone voice, and more fluent readers often use inflection and pause at punctuation marks.
2. How can teachers determine when a student is fluent? TH: Listen to them read! By listening (as they do a running record) teachers can determine fluency as well as which cuing systems the child is using when he/she does run into problems. VI-S: I also say you need to hear them read. You can tell a lot by listening. MC: Definitely you can tell by hearing them read. I also use a fluency rubric with my special ed students at different times during the year and compare them to see if there is growth or not.
3. At what age should you stop teaching fluency? TH: Tongue-in-cheek I'm going to say "never." In reality, I'm going to say whenever the child is reading fluently. I think that we have many, many kids who are not fluent readers that are graduating from high school! I think that fluency depends on the material being read. For example, my son reads independent material fluently (but not necessarily rapidly). However, he does not read textbook material fluently because he is concentrating on learning the material. I think it depends on the child. VI-S: I think that fluency is being stopped to early. Teachers know that it is important for comprehension but rarely work on it. There are more and more students who are struggling with comprehension and reading. Research has shown that fluency is very important to comprehension. MC: I agree with "never" and that in some cases it is stopped too early. In sixth grade I am still working on fluency with some of my kids. Even some of my average readers stumble over longer or new, harder words.
Mandy's ?s 1. What methods do you use in your classroom or even at home with your own children to promote fluency? TH: We read a passage multiple times. I also make sure my students understand what the passage or story is about (understanding the vocabulary). We look at the pictures and discuss the story. Then, we read the passage several times. VI-S: We read, read, read. The books are usually what they like to read. I try to model fluent reading and discuss why my voice changes as I read. AW: My kids LOVE Reader's Theater. We do them every year at the end of the year to motivate my kids to keep reading, keep learning, keep understanding, keep practicing. They love interacting with their peers for a purpose in their reading. It's highly motivating, and I'm not sure they really see the benefits that I do. They just think it's fun!
2. If you teach in fourth through sixth grade or work with any student that age level, do you notice if there is a problem with fluency? TH: My fourth and fifth graders do have trouble with fluency, but it is usually due to the problems with vocabulary. They don't usually understand the science/social studies concepts/vocabulary. That definitely gives them problems with fluent reading. VI-S: Yes. I can tell right away. Most of my students (learning disabilities) have a great difficulty with reading fluently. They struggle with each word so by the time they get to the end of the page they forget what they read (which is why they do so poorly in comprehension). AW: I work with younger students, but obviously fluency is not just an issue for younger students. The words become larger and contain more syllables and depending on how much training they have, depends on their level of fluency. Some children don't know to read again or repeat what was read for better understanding. I would imagine this to be a growing problem.
3. How do I keep my struggling readers from getting frustrated and giving up during repeated reading? TH: Try making it into a Reader's Theater. If reading that particular passage word for word is important, act it out at the end of the week. That way they have to know what it says and be able to "deliver" it. VI-S: Hopefully the books they are reading are high interest to them. I think Toni's idea of Readers theater would be something fun for them. AW: Yes, Reader's Theater is fun and motivating, like I mentioned before! Also, you can use the different punctuation marks to read. My kids like that. Making it sound like a question, then an exclamation, etc.
Toni's ?s 1. What strategies do you regularly use to help your students gain fluency? VI-S: We use a lot of repeated reading and readers theater. MC: So far I have used repeated readings and we also read either one on one (student to teacher) and in small groups of two or three. I think its important for struggling readers to hear their peers that are struggling as well, but not in a large group setting like a classroom full of almost 30 kids. AW: Reader's Theater, repeated readings, and choral reading are the basics for my classroom. I should really get some new ideas!!
2. What do you do if you have given a child a passage on his independent level and he does not make progress in fluency after four repeated readings? VI-S: Hopefully the teacher has modeled for him how reading it fluently sounds like. They could tape record themselves hear how it sounds. MC: I would try a different passage first to see if it was the other passage that was causing him to have trouble. I think I might also have him read the passage he was having trouble with again, and I would write down all the words he was having trouble with, then we might work on those words. After working on those words, I would try the passage again. I also agree with Vanessa that tape recording the child so he could listen to it and see where he is struggling. AW: Bump it down more...or I might have the child echo read for a while. That way he can model what I am doing and track along with me. I like the idea of tape recording or reading along chorally with me.
*3. The podcast illustrated shared reading and the book explained repeated reading. Is one strategy better than the other? VI-S: Not sure if one is better than the other. I think repeated reading is great. A lot of my research always directed toward repeated reading as well. MC: I agree, I'm not sure which one is better than the other. I do agree that repeated reading is an awesome strategy, and research does strongly indicate that there is progression in fluency with repeated readings. AW: I don't think that one strategy is ever better than another. That depends on the student, and which one is more helpful. I feel like you should always have TONS of tools in your tool belt. Make sure you try a variety and then really work on about 2 or 3, so the students have 2 or 3 down really well. I say do whatever is best for the child.
Vanessa's ?s
1. How do you help your students to become fluent readers? TH: I start with making sure they understand the vocabulary of the passage or story. Once I know they understand it, we read it multiple times. Sometimes we read it chorally, sometimes to a partner, and sometimes one-on-one. MC: I also make sure they understand the vocabulary words or ask them if there are any words that they are having trouble understanding. I usually end up working with my LD students one on one when it comes to fluency. AW: We do TONS of repeated readings during the week. My kids have anthologies that they read from each week. By the end of the week, they have read each story at least ten times throughout the whole week either with friends, by themselves, or with me.
2. What are the most basic processes that all readers use? TH: I think that all readers must understand the vocabulary of the passage. They must have adequate comprehension of the passage (using whatever strategies are in their tool belt to gain comprehension). They need to be able to read fluently. MC: I totally agree that vocabulary is very important. If my students know what the words mean then it increases their comprehension of what they are reading. AW: I think we can easily look at the 5 non-negotiables: phonemic awareness, phonics, vocabulary, fluency, and comprehension. They really need all 5 to truly be successful.
3. How has the concept of fluency changed? TH: Fluency used to mean that the child could read rapidly. However, in more recent years, educators have come to understand that the child needs to understand what he has read as well as be able to read quickly. Personally, I would prefer my students read a little slower and understand what they read rather than worry so much about being a "speed reader." MC: I always thought that fluency did mean how fast you read, and that's what I was told in school, too. I have since learned that reading fluently doesn't mean how fast you read, but if you pronounce everything clearly and have inflection in your voice and know what to do with your punctuation marks. AW: I like how Mandy put it. I thought it meant how fast you read also. But, it is SO MUCH MORE! Fluency has come to mean a broad term for how we read, using expression, prosody, rate, accuracy, etc. Fluency is what we do every day for our students during read aloud. We model what we want them to sound like...story tellers!
Everyone responds here. Be sure to put your initials next to your answer.
1. What does research say about the topic?
TH: Fluent readers read orally with speed, accuracy, and proper expression. Fluent reading is fast and effortless. Research has consistently found that repeated reading practice produces statistically significant improvement in reading speed, word recognition, and oral reading expression. Research also found that the amount of transfer to other passages depends greatly on the overlap of words from the practiced selection.
VI-S: Discusses reading fluency and techniques for building fluency (repeated reading). Students who read fluently have the ability to read orally with speed, accuracy and proper expression. By having the ability to read fluently students comprehend better. Repeated reading allows students to reread text many times to help with fluency.
MC: I found it interesting that the text stated that "universal recognition that fluency is important, but little is done in the classroom."
AW: Fluency is characterized by the ability to read orally with accuracy, prosody, expression, and fluidity. Without fluency, a child might lack comprehension as well. The ability to decode easily and the use of authentic text promotes fluency.
2. Rank order the following fluency, comprehension, and vocabulary in importance in the reading process. Give reasons for the ranking.
TH: Vocabulary, comprehension, fluency. Vocabulary is absolutely necessary for comprehension, so I ranked it number 1. Without vocabulary knowledge, the reader has no clue about the words he is saying. Comprehension is the ultimate goal of reading, so ranked it number 2. Fluency aids in comprehension, but I would prefer a child to read a little more slowly and understand what he reads rather than read with speed and not have a clue about the passage. Fluency is nice, but not an absolute necessity, so I ranked it third.
VI-S: Fluency, vocabulary, and comprehension. The ultimate goal of reading is comprehension. Without reading fluently, students struggle with comprehending. Not having the vocabulary also affects comprehension.
MC: Vocabulary, comprehension, then fluency. Vocabulary is the foundation of them understanding or comprehending the words they read. Comprehending what they read is why we teach them to read, so even if they stumble over the words while reading, if they understand the passage then they have been successful. Fluency can be improved over time with repeated readings and other strategies.
AW: Without vocabulary and fluency, it's much harder for true comprehension to be found. However, I don't believe that either one is necessary for comprehension, maybe comprehension of a text that is classified as hard for the child. I believe comprehension, vocabulary, and fluency are important in that order. If I have trouble understanding (comprehension) then I can look at my vocabulary and fluency and work on those areas. It would be nice to have vocabulary and fluency before comprehension, but I think those things come from reading and challenging yourself.
3. The NPR is different from the textbook in the fluency matter...Why? Which position do you like better and why?
TH: I agree with the NPR. I think that providing models of fluent reading is extremely important. How are students supposed to know what good readers sound like if they never hear good readers read? Also, providing modeling allows students to hear phrasing and expression. I also believe that students need to receive guidance and feedback as they read the passage that was just modeled for them. I also think that four "reads" should develop fluency. If it doesn't, the passage was probably too difficult for the child.
VI-S: I also agree with the NPR. Students need effective instruction in fluency. They need to hear it being modeled and then have practice reading fluently.
MC: I agree with the NPR view as well. It is highly important that students have effective fluency instruction as well has having fluency modeled by the teacher and also their peers.
AW: I am torn. I believe that students need models for fluency, but I also felt like the book did an excellent job of teaching creative ways to implement fluency, ones we all participate in.
My Three Questions
Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond.
Amanda's ?s
1. Name one difference between beginning and fluent readers.
TH: Beginning readers read slowly, with many stops to decode words. Fluent readers read smoothly, without many stops to decode words.
VI-S: Beginning readers take longer to read each word. They do not read with correct expression.
MC: Beginning readers sometimes read in a very monotone voice, and more fluent readers often use inflection and pause at punctuation marks.
2. How can teachers determine when a student is fluent?
TH: Listen to them read! By listening (as they do a running record) teachers can determine fluency as well as which cuing systems the child is using when he/she does run into problems.
VI-S: I also say you need to hear them read. You can tell a lot by listening.
MC: Definitely you can tell by hearing them read. I also use a fluency rubric with my special ed students at different times during the year and compare them to see if there is growth or not.
3. At what age should you stop teaching fluency?
TH: Tongue-in-cheek I'm going to say "never." In reality, I'm going to say whenever the child is reading fluently. I think that we have many, many kids who are not fluent readers that are graduating from high school! I think that fluency depends on the material being read. For example, my son reads independent material fluently (but not necessarily rapidly). However, he does not read textbook material fluently because he is concentrating on learning the material. I think it depends on the child.
VI-S: I think that fluency is being stopped to early. Teachers know that it is important for comprehension but rarely work on it. There are more and more students who are struggling with comprehension and reading. Research has shown that fluency is very important to comprehension.
MC: I agree with "never" and that in some cases it is stopped too early. In sixth grade I am still working on fluency with some of my kids. Even some of my average readers stumble over longer or new, harder words.
Mandy's ?s
1. What methods do you use in your classroom or even at home with your own children to promote fluency?
TH: We read a passage multiple times. I also make sure my students understand what the passage or story is about (understanding the vocabulary). We look at the pictures and discuss the story. Then, we read the passage several times.
VI-S: We read, read, read. The books are usually what they like to read. I try to model fluent reading and discuss why my voice changes as I read.
AW: My kids LOVE Reader's Theater. We do them every year at the end of the year to motivate my kids to keep reading, keep learning, keep understanding, keep practicing. They love interacting with their peers for a purpose in their reading. It's highly motivating, and I'm not sure they really see the benefits that I do. They just think it's fun!
2. If you teach in fourth through sixth grade or work with any student that age level, do you notice if there is a problem with fluency?
TH: My fourth and fifth graders do have trouble with fluency, but it is usually due to the problems with vocabulary. They don't usually understand the science/social studies concepts/vocabulary. That definitely gives them problems with fluent reading.
VI-S: Yes. I can tell right away. Most of my students (learning disabilities) have a great difficulty with reading fluently. They struggle with each word so by the time they get to the end of the page they forget what they read (which is why they do so poorly in comprehension).
AW: I work with younger students, but obviously fluency is not just an issue for younger students. The words become larger and contain more syllables and depending on how much training they have, depends on their level of fluency. Some children don't know to read again or repeat what was read for better understanding. I would imagine this to be a growing problem.
3. How do I keep my struggling readers from getting frustrated and giving up during repeated reading?
TH: Try making it into a Reader's Theater. If reading that particular passage word for word is important, act it out at the end of the week. That way they have to know what it says and be able to "deliver" it.
VI-S: Hopefully the books they are reading are high interest to them. I think Toni's idea of Readers theater would be something fun for them.
AW: Yes, Reader's Theater is fun and motivating, like I mentioned before! Also, you can use the different punctuation marks to read. My kids like that. Making it sound like a question, then an exclamation, etc.
Toni's ?s
1. What strategies do you regularly use to help your students gain fluency?
VI-S: We use a lot of repeated reading and readers theater.
MC: So far I have used repeated readings and we also read either one on one (student to teacher) and in small groups of two or three. I think its important for struggling readers to hear their peers that are struggling as well, but not in a large group setting like a classroom full of almost 30 kids.
AW: Reader's Theater, repeated readings, and choral reading are the basics for my classroom. I should really get some new ideas!!
2. What do you do if you have given a child a passage on his independent level and he does not make progress in fluency after four repeated readings?
VI-S: Hopefully the teacher has modeled for him how reading it fluently sounds like. They could tape record themselves hear how it sounds.
MC: I would try a different passage first to see if it was the other passage that was causing him to have trouble. I think I might also have him read the passage he was having trouble with again, and I would write down all the words he was having trouble with, then we might work on those words. After working on those words, I would try the passage again. I also agree with Vanessa that tape recording the child so he could listen to it and see where he is struggling.
AW: Bump it down more...or I might have the child echo read for a while. That way he can model what I am doing and track along with me. I like the idea of tape recording or reading along chorally with me.
*3. The podcast illustrated shared reading and the book explained repeated reading. Is one strategy better than the other?
VI-S: Not sure if one is better than the other. I think repeated reading is great. A lot of my research always directed toward repeated reading as well.
MC: I agree, I'm not sure which one is better than the other. I do agree that repeated reading is an awesome strategy, and research does strongly indicate that there is progression in fluency with repeated readings.
AW: I don't think that one strategy is ever better than another. That depends on the student, and which one is more helpful. I feel like you should always have TONS of tools in your tool belt. Make sure you try a variety and then really work on about 2 or 3, so the students have 2 or 3 down really well. I say do whatever is best for the child.
Vanessa's ?s
1. How do you help your students to become fluent readers?
TH: I start with making sure they understand the vocabulary of the passage or story. Once I know they understand it, we read it multiple times. Sometimes we read it chorally, sometimes to a partner, and sometimes one-on-one.
MC: I also make sure they understand the vocabulary words or ask them if there are any words that they are having trouble understanding. I usually end up working with my LD students one on one when it comes to fluency.
AW: We do TONS of repeated readings during the week. My kids have anthologies that they read from each week. By the end of the week, they have read each story at least ten times throughout the whole week either with friends, by themselves, or with me.
2. What are the most basic processes that all readers use?
TH: I think that all readers must understand the vocabulary of the passage. They must have adequate comprehension of the passage (using whatever strategies are in their tool belt to gain comprehension). They need to be able to read fluently.
MC: I totally agree that vocabulary is very important. If my students know what the words mean then it increases their comprehension of what they are reading.
AW: I think we can easily look at the 5 non-negotiables: phonemic awareness, phonics, vocabulary, fluency, and comprehension. They really need all 5 to truly be successful.
3. How has the concept of fluency changed?
TH: Fluency used to mean that the child could read rapidly. However, in more recent years, educators have come to understand that the child needs to understand what he has read as well as be able to read quickly. Personally, I would prefer my students read a little slower and understand what they read rather than worry so much about being a "speed reader."
MC: I always thought that fluency did mean how fast you read, and that's what I was told in school, too. I have since learned that reading fluently doesn't mean how fast you read, but if you pronounce everything clearly and have inflection in your voice and know what to do with your punctuation marks.
AW: I like how Mandy put it. I thought it meant how fast you read also. But, it is SO MUCH MORE! Fluency has come to mean a broad term for how we read, using expression, prosody, rate, accuracy, etc. Fluency is what we do every day for our students during read aloud. We model what we want them to sound like...story tellers!